Becoming abject: testing the limits and borders of reading mediation

Véliz, S. and García-González, M. (2022) Becoming abject: testing the limits and borders of reading mediation. Discourse: Studies in the Cultural Politics of Education, 43(1), pp. 15-29. (doi: 10.1080/01596306.2020.1786355)

Abstract

Reading mediation is a concept used in Latin America and Spain, referring to the nurturing role played by adults in forging relationships between children and books. In this article, we conceptualize reading mediation as a ‘technology of affect’. We propose ‘mediation-as-usual’, a normative becoming of this technology, tasked with producing categories and identities regarding readers. Within this technology, adults are produced as empathetic, caring, and providers of safe spaces for reading. We report on literary encounters at a school in Santiago, Chile, with a ‘challenging’ picturebook. We were involved in the emergence of what we term ‘abject mediation’, a figuration that produces the limits and boundaries of mediation-as-usual, and, we argue, has transformative potential. However, this is an ephemeral figuration, as reterritorialization works to assimilate the border elements, actualizing mediation-as-usual. We discuss how these figurations may help to question normative ways of producing readers.

• Item Type: Articles
• Additional Information: Funding: This work was supported by Comisión Nacional de Investigación Científica y Tecnológica: [grant numbers FONDECYT 11800700, PIA 160007, SOC 180023 and CONICYT-PCHA/Doctorado Nacional/2016-21160817].
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Garcia Gonzalez, Dr Macarena
• Authors: Véliz, S., and García-González, M.
• College/School: College of Social Sciences > School of Education
• Journal Name: Discourse: Studies in the Cultural Politics of Education
• Publisher: Routledge
• ISSN: 0159-6306
• ISSN (Online): 1469-3739
• Published Online: 03 July 2020
• Copyright Holders: Copyright © 2020 Informa UK Limited, trading as Taylor and Francis Group
• First Published: First published in Discourse: Studies in the Cultural Politics of Education 43(1):15-29
• Publisher Policy: Reproduced in accordance with the publisher copyright policy